DIRECTOR FOR ACADEMICS COORDINATOR - SENIOR HIGH SCHOOL OXFORDIAN PHILIPPINES INTERNATIONAL SCHOOL METACOGNITIVE & COGNITIVE FACTORS Principle 1 – The Nature of the Learning Process Learning is a natural process of pursuing personally meaningful goals, and it is active, volitional, and internally mediated.
It is a process of discovering and constructing
meaning from information and experience, filtered through the learner’s unique perceptions, thought, and feelings PRINCIPLE 2 – Goals of the Learning Process The Learner seeks to create meaningful, coherent representations of knowledge regardless of the quantity and quality of data available PRINCIPLE 3 – The Construction of Knowledge The Learner links new information with existing and future-oriented knowledge in uniquely meaningful ways. PRINCIPLE 4 – Higher Order Thinking Skills (HOTS) Higher order strategies for “Thinking about thinking” – for overseeing and monitoring mental operations – facilitate creative and critical thinking and the development of expertise. AFFECTIVE FACTORS Principle 5 – Motivational Influences on Learning The depth and Breadth of information processed and what and how much is learned and remembered, are influenced by: A. Self Awareness and belief about personal control, competence, and ability Cont of Principle 5
B. Clarity and Saliency of Personal
Values, interests, and goals C. Personal Expectations for success or failure D. Affect, emotion, and general states of mind E. The resulting motivation to learn Principle 6 – Intrinsic Motivation to Learn Individuals are naturally curious and enjoy learning, but intense negative cognitions and emotions (e.g., feeling insecure, worrying about failure, being self-conscious or shy, and fearing corporal punishment, ridicule, or stigmatizing labels) thwart this enthusiasm. Principle 7 – Characteristics of Motivation-Enhancing Learning Tasks Curiosity, creativity, and higher order thinking are stimulated by relevant, authentic learning tasks of optimal difficulty and novelty for each student. DEVELOPMENTAL FACTORS Principle 8 – Developmental Constraints and Opportunities Individuals progress through stages of physical, intellectual, emotional, and social development that are a function of a unique genetic and environmental factors. PERSONAL AND SOCIAL FACTORS Principle 9 – Social and Cultural Diversity Learning is facilitated by social interactions and communication with others in flexible, diverse (in age, culture, family background, etc) and adaptive instructional settings. Principle 10 – Social Acceptance, Self-Esteem, and Learning Learning and self-esteem are heightened when individuals are in respectful and caring relationships with others who see their potential, genuinely appreciate their unique talents, and accept them as individuals INDIVIDUAL DIFFERENCES Principle 11 – Individual Differences in Learning Although basic principles of learning, motivation, and effective instruction apply to all learners (regardless of ethnicity, gender, race, physical ability, religion, or socioeconomic status), learners have different capabilities and preferences for learning mode and strategies. Cont. of Principle 11
These differences are a function of
environment (what is learned and communicated in different cultures or other social groups) and heredity (what occurs naturally as a function of genes) Principle 12 – Cognitive Filters
Personal beliefs, thoughts, and
understandings resulting from prior learning and interpretations become the individual’s basis for constructing reality and interpreting life experiences. Definition of Learner-Centered
It is a perspective that couples a focus
on INDIVIDUAL LEARNERS (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on LEARNING (the best available knowledge about learning and how it occurs and about teaching practices Cont. (Def of Learner Centered)
that are most effective in promoting the
highest levels of motivation, learning, and achievement for all learners) This DUAL focus then informs and drives educational decision making. INNOVATIVE, INTERACTIVE & INTEGRATIVE TEACHING STRATEGIES IN FACILITATING LEARNING 10 + 2 (Ten Plus Two)
Direct instruction variation where the
teacher presents for Ten minutes; students share and reflect for two minutes, then the cycle repeats 1 st Trip (First Trip)
A reading strategy consisting of title,
relationships, intent of the questions, put in perspective 3-2-1 (Three-Two-One)
Writing activity where the students write
Three (3) key terms from what they have just learned, Two (2) ideas they would like to learn more, One (1) concept or skill they have mastered 5+1 (Five Plus One)
Direct instruction variation where the
teacher resents for five minutes, students share and reflect for one minute, then the cycle repeats Affinity
This is a brainstorming approach that
encourages passive members to participate. First, all members of the group write responses to the problem or question on a separate cards, then the cards are silently grouped by each member while others observe. After the discussion, the agreed arrangement is recorded as an outline or diagram Agree/Disagree Matrix
It is a formal approach used to discuss and
research issues. Students are polled for agreement or disagreement with a statement and their response as a group is recorded in the matrix. Students research the topic, and again their responses are recorded. Finally, small groups meet to discuss the results and changes Agreement Circles
It is an approach used to explore
opinions. As students stand in a circle facing each other, the teacher makes a statement. Students who agree step into the circle Baggage Claim
Members in a new group are asked to write
five interesting facts about themselves on a note card. For several minutes, people walk around the room, introducing themselves and sharing the facts on the card. Then they exchange cards (baggage) and move on to introduce themselves to others in the group. Baggage (Cont)
When the time is up, the teacher or
moderator collects all the cards and either returns them to their owners or reads the facts and ask the class to identify the owner of the card. (baggage) Cubing
A six-part technique to explore different
aspects of a topic. It includes: 1. Describing 2. Comparing 3. Associating 4. Analyzing 5. Applying 6. Arguing Devil’s Advocate
To initiate or stimulate a discussion or
debate, the teacher proposes or defends an extreme or unpopular viewpoint. Students will raise questions and challenge the teacher to explain. The students will also give their opinions Five Words-Three Words
Students list Five topic-related words
independently. Students are grouped and they share words. Groups pick best three words and explain to class their choice Four Corners
Label the four corners of the room with
“Strongly disagree, disagree, agree, and strongly agree.” Read a controversial statement and have students write on a piece of paper whether they agree , disagree, agree or strongly agree with the statement. Four Corners
When all students are finished writing,
have the students go to the corner representing their point of view. All students sharing the same point of view work together to collect evidences and present an argument supporting their beliefs. Idea Spinner
Teacher creates a spinner marker into
four quadrants and labeled, predict, explain, summarize, evaluate. After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. Inside-Outside Circle
This is a reviewing technique. Inside
and outside circles of students face each other. Facing their partners, the students quiz each other with questions they have written. Outside circles create new pairs. Repeat the process Line - Up
Student teams are given concepts that
can be put each other. Each team member holds one concept and the members line up to represent the correct order. List-Group Label
This is an activity to help students
activate prior knowledge before beginning a new topic. Student teams divide list of key words into groups, then label each group. Sketch to Stretch
Sketch to stretch is intended to help
readers use sketches as a means of exploring, expressing and sharing interpretations of selections. Lotus Blossom Technique
From central idea, propose eight new
ideas. For each eight ideas, propose and evaluate necessary details to implement ideas. Luck of the Draw
All students’ names are put in a box.
At the end of the class, a student’s name is drawn at random from the container. At the beginning of the next class, the student whose name was drawn is required to present a 3-5 minute review of the previous day’s lesson. Minute Papers
This is an end-of-class reflection.
Students will write briefly to answer the question “What did you learn today?” and “What questions do you still have?” Mock Trials
Students learn about the legal system
by assuming the roles of lawyers, witnesses, and judges to act out hypothetical legal causes. Novelty
A motivational technique to engage
student early in instruction. Share something unusual with students to arouse their curiosity. Think-Pair Share
It involves a Three step cooperative structure.
During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, a pair share their responses with other pairs. Numbered-Heads Together
Each student is assigned a number.
Members of the group work together to agree on the answer. The teacher randomly selects one number. The student with that number answers for the group. Stir the Teams
Students are assigned to teams and
each student in the team has a number (Typically 1 through 4) Teams discuss their group answers to the teacher’s question. When the team is done, it gives a signal. Stir the Teams
When all teams are done, the teacher
calls a number from 1 to 4 and the student with that number rotates to the next group to share the team’s answer with their new team. One Sentence Summary
Students are asked to write a single
summary sentence that answers the “who, what, when where, when, why, and how” questions about the topic. Story Impressions The teacher presents 10 to 15 terms to students prior to reading activity. These terms appear in the same order as they appear in the reading. Students write a passage using the terms that they think predicts what will happen at the end of the story. Students share their predictions with other members. Finally, the students read, comparing their predictions (impressions) Panels
A small group acts as experts to answer
the questions of the people in the largest group. In a classroom setting, students are selected to become experts on a topic and are given at least a day to prepare for the discussion. PMI (Plus-Minus-Interesting)
A decision – Making strategy where
students silently list positive, negative and other aspects of a problem or a solution. Aspects are shared as a group list. All alternatives are considered before a decision is made. Prediction Pairs
Students are paired as they listen to the
teacher read a passage aloud. At each pause in the reading, the teacher prompts students to discuss with their partner what they predict will happen next in the reading. Randomized Questioning
In situations where the teacher wants to
ensure that all students have an opportunity to answer questions, the teacher creates note cards with the students’ names on them, then shuffles the cards. After asking each question, the teacher reveals the name of the student chosen at random to answer the question. Share-Pair Circles Divide class into two equal groups and each group forms a circle. The inner circle faces outward and the outer circle faces inward, to form pairs of facing students. In response to teacher’s questions, each pair discusses his ideas, then one of the circles rotates to create a new pair. Repeat until the original pairs are facing each other. Taking Chips
This is an activity that encourages
students’ participation. Response management technique to motivate students who do not often contribute, and limit students who contribute too much to discussion. Voting Cards Students are given laminated cards at the beginning of the year to be used to express their opinions in class. When they agree with the statement, they hold up a green card. If they disagree, the red card is shown. A yellow card will manifest indecision or uncertainty. Walking Tour
Passages from reading are posted in
individual pages around the room. Groups tour the room and discuss each passage, then they summarize. Jigsaw
Groups with 5 students each are set up.
Each grouped is assigned some unique material to learn and then to teach his group members. To help in the learning, students across the class working on the same sub- section get together to decide what is important and how to teach it. Jigsaw
After practice in these experts groups,
the original groups perform and students teach each other. A test or assessment follows Three-Step Interview
Each member of a team chooses another
member to be a partner. During the first step, individuals interview their partners by asking , clarifying questions. During the second step, partners reverse the roles. For the final step, members share their partner’s response with the team. Round Robin Brainstorming The class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think of the answers. After the “think-time”, members of the team share responses with one another, round robin style. Round Robin Brainstorming
The recorder writes down the answers
of the group members. The person next to the recorder starts and each person in the group gives an answer until time is called. Three Minute Review
Teachers stop any time during the
lecture or discussion and give the students three minute to review what has been said. The teacher may ask clarifying questions or answer questions. Team Pair Solo
Students solve problems first as a team;
then with a partner; and finally on their own. Circle Stage First the teacher polls the class to see among the students have special knowledge to share. Those students (sage) stand and spread out in the room. The teacher then has the rest of the classmates each surround a “sage”, with no two members of the team to the same sage. Circle Stage
The sage explains what they know
while the classmates listen, and ask questions and take notes. Partners
The class is divided into teams of four.
Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn can consult with other partners working on the same material. Partners
Teams go back together with each set
of partners teaching each the other set. Partners quiz and tutor teammates. Team reviews how well they have learned and taught and how they might improve the process. SORT
State the details
Organize the Data React in different perspectives Tell the class what you have learned Graphic Organizers
A visual outline provides pictorial of
graphic format to summarize key concepts, ideas, and vocabulary. TGT
Talk about different issues
Generate as many new ideas Teel your consensus or agreements in class REAP
Reading to discover the author’s ideas
Encoding the author’s ideas into one’s own language Annotating those ideas in writing for oneself or for sharing with others Pondering the significance of the annotation. Echo Reading
The reader is seated slightly in front of
the teacher with both participants jointly holding the reading material. Both read in unison; the voice of the teacher is directed into the reader’s ear at this close range.